Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Burton Morris

Date

Tuesday December 2nd

Subject/Gra
de Level

Grade 6 Art

Time
Duratio
n

45 minutes

Unit

Pop Art

Teacher

Cayley van Aken

KSAs: 1, 3, 4, 5, 6, 11

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

Component 7: Emphasis:
Students will create emphasis through the use of structural devices and strategies.
Component 8: Unity:
Students will create unity by integrating the parts of a composition into the whole.
Component 10 (iii): Media and Techniques:
Students will use media and techniques, with an emphasis on more indirect complex
procedures and effects in drawing, painting, print making, sculpture, fabric arts,
photography and technographic arts.
Component 7:
B. The important area in a composition can be enhanced by radial, conical and
framing
structures.
E. Labelling (title and signature) demands artistic sensitivity as to placement,
size, shape and
medium.
Component 8:
D. Attention should be given to well-distributed negative space, as well as to
the balance of
positive forms.
Component 10 (iii): Painting
Use models to make drawings with increasing accuracy.

LEARNING OBJECTIVES
Students will:
1. Frame art pieces with a jagged frame matching the style of Burton Morris (SLO 7.B)
2. Make use of negative and positive space in an original piece (SLO 8.D)
3. Use models to create recognizable and accurate images (SLO 10(iii).1)

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Discussion input (LO 1, 2, 3)

What is pop art?
What are the key characteristics in Burton Morris use art?
Original piece uses frame that matches Burton Morris style (LO 1)
Original piece uses negative and positive space (LO 2)
Exemplars are used as models for original ideas (LO 3)

LEARNING RESOURCES CONSULTED

burtonmorris.com
Alberta Program of Studies Fine Arts

MATERIALS AND EQUIPMENT

Construction paper
Glue sticks
PowerPoint

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour

Set out materials and set up PowerPoint.

Introduction
Have exemplars on the board.
Do you know what the words pop art mean?
(Pop = popular)
Today were going to start our new project today. If you arent
done Starry Night, that is your priority. For the rest of you, youll
be cutting out a lot of paper today. As always, we want to leave
this room cleaner than we found it, so youll have to pick up all
of the pieces.

Adapted from a template created by Dr. K. Roscoe

Time
Seconds
2 minutes

Seconds

Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From
Students:
Transition To Next
Lesson

Lesson Plan Template ED 3501 (Version C)

Like last week, Im going to teach you a bit about Pop Art before
we get started on your new project. Even if youre still working
Seconds
on Starry Night, please listen to this lesson before you get
started on your oil pastel drawings.
Change PowerPoint slide
Body
Time
PowerPoint:
Go through examples of pop art. Ask students what effect the
style has on the artwork. How does it make them feel? Identify
5-8
the features Burton Morris artwork, including jagged frames
minutes
and use of negative space.
Give me a five-finger rating with five as understanding and one
or zero as not understanding for how you feel about this art
style.
Assessment: discussion and five finger rating reveals
understanding of style
Differentiation: students voted for this project and should all be
interested in this project, speak to students afterwards who are
not interested
Introduce project:
Students will create an original piece in the style of Burton
Morris. The candy/food item in their piece will be created
Leave 5-8
by the students, so laptop use will be unnecessary. The
minutes
students will use negative and positive space as well as
for
framing. Keep exemplars on the board.
cleanup.
Students will create a signature when their pieces are finished
based on a short minilesson in a subsequent lesson.
Assessment: Students use negative space (LO 2) and use
features of Burton Morris art (LO 1) with inspiration from
Burton Morris exemplars (LO 3)
Differentiation: Students, as always, are encouraged to create
to their fullest potential. In art there is no I cant or I wont
because everyone can create beautiful and personal artwork.
Help students who appear to be struggling but dont do their
work for them.
Closure
Time
What type of art are we working on?
Can you give me a five-finger rating for how you feel about this
project?
Please clean up your area and help your classmates clean up
as well.

Adapted from a template created by Dr. K. Roscoe

Seconds
Seconds
5 minutes

Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Burton Morris

Date

Thursday December 4th

Subject/Gra
de Level

Grade 6 Art

Time
Duratio
n

45 minutes

Unit

Pop Art

Teacher

Cayley van Aken

KSAs: 1, 3, 4, 5, 6, 11

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

Component 7: Emphasis:
Students will create emphasis through the use of structural devices and strategies.
Component 8: Unity:
Students will create unity by integrating the parts of a composition into the whole.
Component 10 (iii): Media and Techniques:
Students will use media and techniques, with an emphasis on more indirect complex
procedures and effects in drawing, painting, print making, sculpture, fabric arts,
photography and technographic arts.
Component 7:
B. The important area in a composition can be enhanced by radial, conical and
framing
structures.
E. Labelling (title and signature) demands artistic sensitivity as to placement,
size, shape and
medium.
Component 8:
D. Attention should be given to well-distributed negative space, as well as to
the balance of
positive forms.
Component 10 (iii): Painting
Use models to make drawings with increasing accuracy.

LEARNING OBJECTIVES
Students will:
4. Frame art pieces with a jagged frame matching the style of Burton Morris (SLO 7.B)
5. Create original art signature (SLO 7.E)
6. Make use of negative and positive space in an original piece (SLO 8.D)
7. Use models to create recognizable and accurate images (SLO 10(iii).1)

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Discussion input regarding signatures (LO 2)

Original piece uses frame that matches Burton Morris style (LO
1)
Original piece uses negative and positive space (LO 3)
Exemplars are used as models for original ideas (LO 4)
Personal signature (LO 2)

LEARNING RESOURCES CONSULTED

burtonmorris.com
Alberta Program of Studies Fine Arts

MATERIALS AND EQUIPMENT

Construction paper
Glue sticks
Scissors
PowerPoint

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge

Set out materials and set up PowerPoint.

Introduction
Have exemplars on the board.
What do you think makes a good signature?

Adapted from a template created by Dr. K. Roscoe

Time
Seconds
2 minutes

Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:
Feedback From
Students:
Transition To Next
Lesson

Lesson Plan Template ED 3501 (Version C)

If you arent done Starry Night, that is your priority. For the rest
of you, youll be cutting out a lot of paper today. As always, we
Seconds
want to leave this room cleaner than we found it, so youll have
to pick up all of the pieces.
Today were going to do a short minilesson on art signatures,
and then well continue working on the Pop Art you started last
Seconds
class.
Change PowerPoint slide
Body
Time
PowerPoint:
Go through examples of artist signatures. Have students
identify the features that they personally appreciate and list
5 minutes
them. Hand out scrap paper and have students create several
signatures. Look at student signatures and then have them
return to their art.
Assessment: personal signatures show artistic sensitivity and
appreciation (LO 2)
Differentiation: students can write their entire name or only
their initials.
Continue project:
Students will create an original piece in the style of Burton
Leave 5-8
Morris. The candy/food item in their piece will be created by the
minutes
students, so laptop use will be unnecessary. The students will
for
use negative and positive space as well as framing. Keep
cleanup.
exemplars on the board.
Assessment: Students use negative space (LO 3) and use
features of Burton Morris art (LO 1) with inspiration from
Burton Morris exemplars (LO 4)
Differentiation: Students, as always, are encouraged to create
to their fullest potential. In art there is no I cant or I wont
because everyone can create beautiful and personal artwork.
Help students who appear to be struggling but dont do their
work for them.
Closure
Time
What kind of art are we working on?
Can you give me a five-finger rating for how you feel about this
project?
Please clean up your area and help your classmates clean up
as well.

Seconds
Seconds
5 minutes

Sponge: Students who finish can play the gesture drawing game from last week.

Adapted from a template created by Dr. K. Roscoe